Objectives The purpose of this study is to analyze the educational effects of learning applications for middle school students and to suggest ways to improve learning applications. In this study, the educational effects of learning applications were analyzed from the perspective of self-directed learning and smart learning, and improvement plans for the development and utilization of learning applications were presented.
 Methods In this study, 9 learning applications developed for the purpose of learning for middle school students were selected and analyzed based on self-directed learning type based on learning process of learning goals, learning control, learning evaluation, interaction of interaction composition, learning promotion, field application, information accessibility of data presentation, immersion factors, SNS functions and smart learning type based on game-type, concept-type, tool-type, interactive-type, and problem-type.
 Results First, the results of self-directed learning type analysis of learning applications for middle school students showed that learning process 85% (23 items), interaction 67% (18 items), and information accessibility 44% (12 items). According to the detailed items, learning process of learning goal 56% (5 items), learning control 100% (9 items), learning evaluation 100% (9 items), interaction of interaction composition 61% (5.5 items), learning promotion 56% (5 items), field application 78% (7 items), information accessibility of data presentation 22% (2 items), immersion factor 78% (7 items), and SNS function 33% (3 items). The results of smart learning type analysis of learning applications for middle school students were game-type 22% (2 items), concept-type 33% (3 items), tool-type 100% (9 items), interactive-type 61% (5.5 items), problem-type was 33% (3 items). Second, the development plan of learning applications for middle school students was found to be edutainment content and learner-customized content development in terms of content, sharing function and cooperation function development in terms of service, and advanced implementation and stable implementation methods development in terms of implementation methods. The use of learning applications for middle school students was found to be the application of appropriate learning strategies in the user context, the improvement of focus time for learning in the temporal context, and the connection of the learning space for learning in the spatial context.
 Conclusions First, it is required to establish an authentication system for the development of learning applications for middle school students. Second, it is required to provide a roadmap for the utilization of learning applications for middle school students. Third, it is required to improve the awareness of parents and teachers about learning applications.